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Understanding what relates to the behaviours associated with derailment (i.e. failure or burnout in managerial positions) may prevent costly outcomes of derailment for the manager, co‐workers and the organization. The outcomes of derailment are especially pertinent with those working in college and university administration as many, including faculty, other staff and students, depend on these administrators. Data collected about 173 middle‐ and top‐level college and university administrators from 88 different colleges and universities across the USA revealed that self‐ and observer‐ratings (peers and direct reports) of willingness to improve negatively related to boss ratings of derailment. Specifically, the more administrators were willing to improve (and the more others believed those administrators were willing to improve), the less likely it was that bosses believed those administrators displayed the characteristics and behaviours associated with derailment. We conclude with a discussion of our findings including guidance for college and university administrators. 相似文献
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Tracey Muir Naomi Milthorpe Cathy Stone Janet Dyment Elizabeth Freeman Belinda Hopwood 《Distance Education》2019,40(2):262-277
Although there is ample research into student engagement in online learning, much of this investigates the student experience through surveys administered at a fixed point in time, usually at the exit point of a single unit of study or course. The study described in this paper, by contrast, aimed to understand online student engagement over a whole semester, guided by two overarching questions: What factors impact students’ engagement over a semester? What factors account for fluctuation in engagement levels over time? This paper presents results from weekly feedback on online education students’ engagement over the length of one semester at a regional Australian university. It also chronicles in more depth the experiences of one student across the same semester. The findings offer longitudinal accounts of student engagement, demonstrating that levels of engagement fluctuate and are influenced by a variety of factors. 相似文献
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This paper is set against the backdrop of an increasing number of strategies and policies developed by the Department for
Education and Skills in the U.K. regarding the promotion of positive mental health in schools and the recognition of the value
of improving mental health in relation to children’s learning, achievement, attendance and behaviour. The aim of the paper
is to present the results from a systematic review of the research evidence on counselling children and young people and discuss
these results in relation to the educational context and the added value to be gained in addressing the mental health needs
of children and young people. A systematic review methodology is used to assess the outcome research literature. The review
is structured around a range of counselling issues and four groups of counselling approaches: cognitive-behavioural, person-centred,
psychodynamic and creative therapies. Results indicate that all four approaches to counselling are effective for children
and young people across the full range of counselling issues. However, more high quality published research evidence was located
for the effectiveness of cognitive-behavioural counselling than other approaches, identifying significant gaps in the evidence
bases for these approaches. Other gaps in the evidence include research into counselling for school related issues and self-harm. 相似文献
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Belinda Davis Jane Torr 《Early Years: An International Journal of Research and Development》2016,36(1):97-111
Educators’ questions can encourage children to engage in extended conversations, facilitate comprehension and stimulate thinking. Many studies of educators’ questioning have focused on children aged 3 years and older. Little is known about the manner in which educators of infants in non-parental group care settings use questioning as a pedagogical strategy. Six university-qualified early childhood educators in Sydney, Australia, were videorecorded for 40 min each in their long day care centres. Informed by systemic functional linguistic theory, the educators’ questions addressed to infants (defined as children under 2 years of age) were coded according to whether they served a pedagogical or regulatory function. Pedagogical questions were defined as questions intended to promote children’s learning, whereas regulatory questions functioned as commands and offers which were intended to manage behaviour. The educators’ pedagogical questions were then further analysed according to the response required of the infant. Confirm questions sought a yes or no response, specify questions (who, when, where, what) sought the name of a person, time, place or entity and explain questions (why or how) sought an explanation or justification. The findings demonstrated that educators differed greatly in terms of the frequency and manner in which they used questioning as a pedagogical strategy when interacting with infants. So-called open questioning, which has been shown to stimulate conversation with older children, may not be appropriate for infants whose distinctive developmental trajectories differ from those of preschool-aged children. The findings suggest the need for a more nuanced understanding of the role of questioning in promoting infants’ language, literacy and intellectual development. 相似文献
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Belinda J. Hardin Doris Bergen Dionne Sills Busio William Boone 《Early Childhood Education Journal》2017,45(3):297-312
The Third Edition of the ACEI Global Guidelines Assessment (GGA) was evaluated for its effectiveness as an international assessment tool for use by early childhood educators to develop, assess, and improve program quality worldwide. This expanded study was conducted in nine countries [People’s Republic of China (2 sites), Guatemala, India, Italy, Mexico (2 sites), Peru (2 sites), Taiwan, Thailand, United States] to continue the investigation of the psychometric properties of the GGA. A total of 346 programs and 678 early care and education professionals participated in this study. Results primarily confirmed the findings of the previous study, (Hardin et al. in Early Child Educ J 41(2): 91–101, 2013), indicating that the GGA showed strong to moderate internal consistency and interrater reliability for subscale ratings across this larger number of countries and programs. The congruence of item ratings and written evidence to support ratings was acceptable, although some programs had lower participation in providing evidence. To test concurrent validity of ratings, external raters also evaluated a subset of programs (n = 44 from Peru and United States) on both the GGA and the Early Childhood Environment Rating Scale-Revised that showed moderate positive correlations. Patterns of program practices were also identified within and across the participating sites and countries. Results suggest that the GGA can be used as an onsite evaluation method that can help stakeholder participants (teachers and administrators) increase their awareness of program quality standards and serve as an assessment method for their own programs. In particular, the results suggest the GGA is a reliable and useful instrument that can be used effectively by early childhood stakeholders for assessing and improving program quality worldwide (Bergen and Hardin in Child Educ 91(4): 259–264, 2015). 相似文献
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Understanding infants: characteristics of early childhood practitioners' interpretations of infants and their behaviours 总被引：1，自引：1，他引：0
Sheila Degotardi Belinda Davis 《Early Years: An International Journal of Research and Development》2008,28(3):221-234
This research explored the nature of early childhood practitioners' interpretations of infants in their programs on the basis that such interpretations guide practitioner–infant interactions and curriculum decision‐making processes. Twenty‐four infant practitioners were asked to describe a nominated infant in their program and to interpret video extracts of that infant's behaviour in the contexts of toy play and a nappy‐change routine. Constant comparison techniques were employed to develop a model representing the theoretical properties of the ideas and explanations contained within their interpretive statements, and to identify main areas of individual or contextual variation. The findings extend current understandings of the psychological context of early childhood infant programs and provide a foundation for future investigations of the implications of infant practitioner interpretations for their professional teaching and caregiving practices. 相似文献
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The Thomas Outreach Project (TOP) has developed from the Hampshire outline for meeting the needs of under fives on the autistic spectrum (THOMAS) course and has been in operation for over five years in Hampshire, supporting pre‐schools and families with a range of strategies for use in all settings. In reviewing the service delivered we have assessed some of the more measurable outcomes with a view to establishing the success criteria and core components for successful early interventions with autistic spectrum disorders (ASD). It appears clear that visual structure is a key component of curriculum delivery, together with the development of play through child centred approaches such as “special time”. In examining parents’ views of celebrations at the end of service delivery, the importance of tolerance and social interaction skills seem to have been of most value, and contribute to the “feel good” factors evident from the input of TOP services across the county. 相似文献
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This research examines the relationship between teaching beliefs and practice, institutional constraints, and the uptake of Web-based technology for teaching in higher education. Semistructured interviews were conducted with six teachers at a New Zealand tertiary institution. Using inductive analysis and cultural historical activity theory, themes in technology use were identified, as well as areas of tension and conflict in the teaching system. Four overarching influences were identified as mediating teachers’ use of Web-based technology in teaching: teaching beliefs, experience and practice; perceptions of technology; technology as a teaching and learning tool; and institutional priorities and division of labor. Teaching practices were affected to varying degrees by institutional strategic priorities, workload constraints, and the learning management system provided. 相似文献